We are working with Cambridge Assessment International Education towards endorsement of this title.
Cambridge
FT
Global English LEARNER’S BOOK 9
D
R
A
Chris Barker & Libby Mitchell
Second edition Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
D
R
A
FT
We are working with Cambridge Assessment International Education towards endorsement of this title.
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Cambridge
FT
Global English LEARNER’S BOOK 9
D
R
A
Chris Barker & Libby Mitchell
Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Contents
Contents Page
Unit
Reading and Listening
Speaking
Writing and Projects
11–32
1 Views and voices
Talking in class
Give your views on talking in class
An email to a friend
What it’s like to be a teenager
Discuss what should be in a book about teenage psychology
An interpretation of a photo
Discuss role models
Writing strategy: Making notes
Teenage role models Stereotyping teenagers Compare newspaper reports Rules for giving presentations
33–54
2 Well-being
Speaking strategies: Correct your mistakes; make suggestions Discuss opinions about food and health
Healthy eating
Talk about how technology can affect sleep
When can technology be bad for your health?
Discuss why languages have more words for negative emotions than positive emotions
Calm adults, calm children
Talk about an article describing how Inuit children are brought up
Fiction: A Rainbow in Silk, a traditional story from Uzbekistan
Talk about happiness
Going on holiday
Interpret a photo and speculate on what it shows A poster giving advice about sleep for teenagers A presentation about happiness and well-being Writing strategy: Summarising
Speaking strategies: Use the verb get; use really, quite and a bit Talk about holidays
Write a travel blog
A blog diary about a holiday
Discuss holiday plans
How was your holiday?
Describe a holiday that went wrong
A presentation about a volunteer holiday
An interview about responsible tourism
A role play about responsible tourism
Types of holidays
Discuss types of holidays
Notes for a debate on tourism
Debate the motion ‘Tourism is a good thing’
A
3 Tourism
Discuss giving presentations
Why is a balanced diet important?
Interviews about happiness
55–76
Discuss the differences between two articles
FT
Autobiography: My Name is Tani by Tanitoluwa Adewumi
Talk about teenage stereotypes
A presentation on teenage life
R
Listening strategies: Distinguish between present and future events; understand and identify inconsistency
A presentation and a report about a school trip Writing strategy: Write full sentences from notes
Fiction: The Summer Book by Tove Jansson
4 Science
How humans and animals see colour
Discuss colours in pictures
A conversation about colour words in different languages
Discuss the history of disease and vaccination
A history of diseases and inoculation
Discuss an invention
A conversation about DNA and genetics
Give your views on zoos
An article about an important invention
Speaking strategies: Ways to describe colours; ways of giving opinions
D
77–98
Compare two articles
An essay giving your views about zoos A fact file about an animal species in danger of extinction A speech about an important scientist Writing strategy: Connectives
A discussion about zoos Reading strategies: Work out the meaning of words from context; identify bias Poetry: ‘Tortoise and Hare Race’ by Jill Townsend; ‘The Farmer’s Cat’ by David Greygoose
99–120
5 Technology
A radio interview about attitudes towards social media
Role-play an interview about social media use
Write a report on technology in your school
The Internet of Things
Talk about developments in technology
Design a timeline for technology
Compare two views on social and digital media
Role-play an interview: ‘Social media, digital media, good or bad?’
Make a technology timeline for the future
A conversation about presents
Discussing future technology
How archaeologists used technology to find treasure
Speaking strategies: Keep the conversation going with comments and questions; summarise what people say; agree and disagree
Predicting future technologies Non-fiction: A Little History of Science by William Bynum
2 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Contents
Use of English
Cross-curricular links Vocabulary
21st-century skills
-ing forms
Psychology
Classroom interaction
Present simple and present continuous
Media studies
Character and behaviour
Social responsibilities: Be aware of positive behaviour at school and at home; encourage others to participate in and contribute to projects; understand how personal habits and behaviour have the capacity to affect others
Present simple passive
Critical thinking: Compare points and arguments from different sources; identify assumptions and inferences in an argument
Present continuous passive
Creative thinking: Plan and give a presentation on teenage life; interpret a photo Learning to learn: Use notes to write a newspaper article
Abstract nouns
Science and medicine
Comparative adjectives and adverbs
Psychology
Environmental studies
Holidays
Responsible tourism
R
A
European art and architecture
Multi-word verbs (phrasal and prepositional verbs)
Conjunctions
Present and past simple passive
Medical science
Sight and colour
Environmental science
DNA and genetics Farming and animals
Present perfect continuous
Zoos
D
Present perfect active and passive Dependent prepositions following verbs
Critical thinking: Take part in a debate about the effects of tourism Creative thinking: Imagine and write a scene to continue a story Learning to learn: Take notes on what someone says Collaborative working: Pair work, group work, projects
Social responsibilities: Understand how disease can spread, including pandemic diseases; be aware of the importance of medical science; understand the importance of conservation Critical thinking: Distinguish between fact and opinion, and identify bias Creative thinking: Add arguments to a debate on endangered species; add ideas to a debate
Collaborative working: Pair work, group work, projects
Technology
Social media
Expressing the future
Ancient history
Ideas for presents
future continuous
Social responsibilities: Understand the impact tourism can have on the environment
Learning to learn: Work out the meaning of words from their context
Relative clauses
to have something done
Social responsibilities: Make informed choices in relation to diet and health; understand the contribution of other cultures to our lives
Collaborative working: Pair work, group work, projects
Compound nouns
Participle adjectives
Feelings and emotions
Learning to learn: Work out the meaning of words from their context
Strong adjectives and intensifiers
Compound adjectives
Food and health
Critical thinking: Give reasons for the plausibility of conclusions about health and happiness
Must have, might have, can’t have + past participle
Past continuous passive
FT
Collaborative working: Pair work, group work, projects
Social responsibilities: Understand the contribution of technology to society; understand the contribution of other cultures in history, and the role of international co-operation Creative thinking: Decide which developments in technology will be important and create a timeline for them Critical thinking: Assess the advantages and disadvantages of developments in technology; distinguish between fact and opinion Collaborative working: Pair work, group work, projects
3 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Contents
Page
Unit
Reading and Listening
Speaking
Writing and Projects
121–142
6 Rules and laws
An interview about school rules
Role-play an interview about rules in your school
Reply to an email about rules at your school
Discuss school rules
Record a conversation about a moral dilemma
Run your home like a business Comparing family rules Asking for permission from parents Moral dilemmas Rights and responsibilities for teenagers Witness reports Reading strategy: Identify inconsistencies Non-fiction: Humankind by Rutger Bregman
Discuss a particular management practice Compare family rules
Write a police statement
Role-play asking for permission from parents Discuss the right thing to do in situations Talk about what you can do at certain ages Discuss witnessing an event and who was responsible Speaking strategy: Words and phrases to introduce an idea into a conversation and to respond
8 The environment
Sports and activities – are they team sports or individual activities?
Discuss the benefits of sports and team or individual sports
A ‘for and against’ essay on competitive sport
Descriptions of unusual sports
Talk about sport
A radio interview about competitive and non-competitive sports
Describe unusual sports
A presentation of the rules of a game
News reports of competitions
Discuss competitive and non-competitive sports
A description of a competition
Describe a competition
Listening strategy: Complete notes
Describe wildlife photographs
Non-fiction: The Playbook by Kwame Alexander
Discuss two competitions
A conversation about the weather
Give a weather forecast
Global warming and extreme weather
Role play an interview about the weather
Interviews about climate change
Make a video clip about the environment and sustainability
A news story about sustainable fashion Zero wasters
Tips about how to reduce waste Growing food in cities
Making cities sustainable for the future
187–208
R
Poetry: ‘For Papatuanuku’ by Nadine Anne Hura; ‘Moonlight, Summer Moonlight’ by Emily Brontë
9 Achievements and ambitions
A conversation about jobs
How a celebrity helped a young person achieve her dream Witness statements
D
People discussing candidates for a job An interview with a sports journalist The Refugee Olympic Team A text about the science behind positive thinking
An entry for a photography competition
Speaking strategy: Use ‘they say’ to talk about what people generally say or think
A
165–186
7 Competition
FT
143–164
Discuss how to reduce waste Discuss how to make cities better places to live in
Write a report about extreme weather conditions Compile and present a list of ideas for sustainable living Make a plan for a sustainable future for your area
Speaking strategy: Give opinions, ask for clarification, agree and disagree in discussions
Discuss the kinds of jobs teenagers want to do, and conduct a survey Describe how well-known people have helped others Discuss candidates for a job
Write an informal letter A short talk about the job you would like to do Organise a discussion about achievement
Role-play interviews for a podcast Talk about yourself Talk about what you think you will be doing in 10 years’ time
Read about young people who have achieved success People preparing for a presentation Reading strategies: Understand bias; how to tell the difference between fact and opinion Fiction: Rickshaw Girl by Mitali Perkins
4 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
Contents
Use of English
Cross-curricular links Vocabulary
21st-century skills
Verbs in the passive followed by the infinitive
Business studies
School rules
Citizenship
Family rules
Social responsibilities: Be aware of positive behaviour at school and out of school; understand rights and responsibilities
Reported questions and statements
Life events
Third conditional
Critical thinking: Evaluate ways of organising family life; compare attitudes to the law; analyse and respond to difficult situations Creative thinking: Consider how the same event or situation can be interpreted in different ways
Past continuous
Collaborative working: Pair work, group work, projects
Physical education
and past perfect continuous
Photography
Comparatives and superlatives
The advantages of sports
Social responsibility: Be aware of the value of competitive and non-competitive sports and activities, and of international cooperation in sport and games
FT
Past perfect simple
Competition
Creative thinking: Write a description of a competition
Past perfect simple, active and passive
Critical thinking: Identify bias in an argument Learning to learn: Make notes in order to give a description of an event
Connectives
Collaborative working: Pair work, group work, projects
Multi-word verbs Verbs followed by -ing
Relative clauses Connectives Participle clauses
Weather
Climate change and the environment Eco products
R
Complex noun phrases
Environmental science
A
Adverbs of frequency
Jobs
Medical science and psychology
Inspirational people
D
Reported speech – statements (revision)
Economics
Dependent prepositions following adjectives
Adjectives to describe people
Social responsibilities: Understand the choices people make in relation to environmental products and sustainable living; be aware of global warming and climate change; understand how personal habits and behaviour affect the environment Critical thinking: Summarise the key points of what someone talks about; evaluate ideas for sustainable living Creative thinking: Make a short video clip about the environment and ideas for sustainability Learning to learn: Learn techniques for participating in an extended discussion Collaborative working: Pair work, group work, projects
Social responsibilities: Appreciate the positive aspects of celebrity; understand and value cultural and educational difference Critical thinking: Identify inconsistency and bias in what people say; recognise the difference between fact and opinion; evaluate ideas about achievement Creative thinking: Write a letter to your 21-year-old self; write dialogues to continue a story Collaborative working: Pair work, group work, projects
5 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
How to use this book: Learner
How to use this book In this book you will find lots of different features to help your learning. In this lesson you will...
What you will learn in the unit or lesson.
• listen to views on talking in class and give your own views • read views on what it is like to be a teenager
Getting started Discuss this statement: We are supposed to learn from adults, but I think they could learn a lot from us.
FT
Big questions to find out what you know already.
Yusef, 14 years old
depend look up to encourage help
Key words: Media studies
A
Important words and their meanings. These words are included on wordlists in the Teacher’s Resource.
R
The key words feature includes vocabulary from other subjects.
D
Read real texts with helpful glossaries.
Use of English boxes and accompanying questions present the main grammar points in a unit.
attitude headline impression
16
empathy: the ability to imagine how other people feel
21
interdependence: helping each other
22
collaboration: working together
26
competitiveness: wanting to be better than other people
31
neurology: the study of the body’s nervous system and how the brain works
Use of English Present simple passive Remember that we use the passive when we don’t know who said or did something, or it isn’t important who said or did it. We are told that we behave worse than younger children. Defiant? It’s when you’re asked to do something, and you refuse.
Remember Compound nouns
A brief revision of other language points.
A compound noun is usually a noun followed by another noun: a beach umbrella, a car park. Other types of compound noun include: • adjective + noun
hot springs
• verb ending in -ing + noun
a swimming pool
6 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
How to use this book
Language tip You can use do / does in positive sentences for emphasis:
Strategies you can use to help you with your learning.
I do understand parents who want to limit screen time.
Questions to help you think about how you learn.
•
What do you have to think about when creating a timeline?
•
Would you change anything on your timeline, now that you have compared it with the timelines of other groups?
I can describe the technology we will have in our homes in the future. take part in a discussion about social media and digital media. understand how archaeologists can use technology. make predictions of what life will be like in ten years’ time. write a report on technology at school. read and understand extracts from a book about the history of science.
A
This is what you have learned in the unit.
FT
Summary checklist
D
R
Questions that cover what you have learned in each unit. If you can answer these, you are ready to move on to the next unit.
General knowledge quiz How much can you remember about what you have learned? 1
‘Vlogging’ is a combination of two words. What are the words, and what is ‘vlogging’?
2
# This symbol is used in music and it is sometimes used before numbers. What else is it used for?
3
In technology, what do these letters and numbers mean: AI, IoT, 3D?
4
It’s a hard, shiny, white substance that has
Audio is available with the Digital Learner’s Book, Teacher’s Resource or Digital Classroom. Video is available with Digital Classroom.
7 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title. Lessons 1 and 4: The Think about it lessons introduce topic vocabulary.
How to use this book: Teacher
3
Tourism
3 Tourism
3.1 Think about it
4
3.1 On holiday
Answer these questions. a
In this lesson you will...
In this unit you will…
b
•
talk about past and future holidays
•
talk about past and future holidays
•
read a teenager’s blog about a holiday in Italy
•
•
think of and discuss a holiday for friends visiting your country
use compound nouns and multi-word verbs to describe a holiday.
•
describe a holiday where not everything went well
•
learn about ‘responsible tourism’
•
compare two volunteer holidays and choose a volunteer holiday that would suit you
•
prepare for and have a debate on tourism
•
write a travel blog
•
give a presentation about a volunteer holiday and a school trip
•
write a report of a school trip
•
read an extract from a novel.
•
Remember Multi-word verbs (phrasal and prepositional verbs) Multi-word verbs are used a lot in English. They help to make your conversation sound more natural. The students interviewed in Exercise 1 used quite a few multi-word verbs.
low res
What is your ideal holiday?
Listening 14
1
2
5
Listen to Bruno, Mariam, Ren and Anya talking about holidays. Where are they going for their holidays this year? • •
Mount Fuji National Park Jeddah
• •
When you’re listening, it’s important to be able to distinguish past events from present and future events.
Two of the students interviewed talk about past holidays which they went on last year. Which two? And what do they say about those holidays?
6
A compound noun is usually a noun followed by another noun: a beach umbrella, a car park. Other types of compound noun include:
Watch this!
adjective + noun
•
verb ending in -ing + noun a swimming pool
hot springs
•
noun + verb ending in -ing ice skating
7
Ren national park campsite hot springs insect repellent tennis courts
Anya swimming pool beach umbrella sightseeing tour boat trip(s)
•
57
FT
These lessons include listening activities.
3 Tourism
3.2 European art and architecture
2
3.2 A holiday to remember
Key words: European art and architecture
•
read a teenager’s blog about a holiday in Italy
•
think of and discuss a holiday for friends visiting your country. Apart from relaxing and enjoying yourself, what else can you do on holiday?
Reading
Lessons 2 and 5: The crosscurricular lessons prepare learners to learn in English across the curriculum.
Read Elena’s blog. Where was she when she took the photo at the bottom of the opposite page? What does it show?
1
3
Day 3 25 km Today we did a circular route from the village. There was a cycle track through a park that had a lake and even a maze. We had fun trying to find our way out of the maze! We saw deer. And we had a picnic!
b
fresco
c
Day 1 We arrived in Mantua. It’s surrounded by three lakes. In the centre, there are four main squares and two huge palaces. Some of the buildings date from medieval times. We went to the Palazzo Ducale, where the ruling Gonzaga family lived for just under 400 years. It was once the largest palace in Europe, with over a thousand people living there! There was one room with frescoes that were just amazing. They were painted in 1474 by a Renaissance artist called Andrea Mantegna. One fresco shows the Gonzaga family. There are two arches. In the one on the left, you can see Ludovico and Barbara Gonzaga with their children. Ludovico is holding a letter and talking to a man who may be his brother. The people look so real. And when you look up, you see that Mantegna painted the ceiling to make it look as though it's open to the sky!
c
d
What is the Italian word for ‘palace’? What impressed Elena most about Mantua? What impressed Elena about the travel arrangements? Elena doesn’t say where she started from on Day 4, but you can work it out. Where was it?
e
ceiling
e
amphitheatre
f
g
What impression do you get of the landscape through which Elena cycled? What impression do you get of Elena’s character? How did the holiday change Elena’s mind?
Speaking 4
Work in groups. Some friends of your family are visiting your country. They want to do a trip like Elena’s, walking or cycling, over four, five or six days. In your group, discuss these questions:
Day 4 40 km We cycled north towards Lake Garda, along a path by the river, through orchards and vineyards. We stayed in a town with medieval walls on the southern edge of Lake Garda, where we stopped for lunch before heading east to a village just 20 km from Verona.
• • •
Day 5 20 km We cycled into Verona and got ready to explore.
• •
Day 6 Wow! You need more than a day to do a sightseeing tour of Verona! For a start, there’s the amazing arena, a Roman amphitheatre, built in the first century, where 20,000 people watched gladiator contests in Roman times. They now have huge open-air opera performances there. Everybody who has read or seen Shakespeare’s Romeo and Juliet goes to see ‘Juliet’s house’ (even though Juliet didn’t exist). People say that if you stand under the balcony and make a wish about love, it will come true. I didn’t. I don’t believe in all that romantic stuff. Mum said, ‘Do you want to look round the shops this afternoon, as it’s our last day?’ ‘No thanks,’ I replied, ‘this is much more interesting. I want to explore Verona.’
5
Where will you recommend them to go? How will you recommend them to travel? What can they see? Think of art and architecture, and give an idea of the historical background (for example, the Islamic Golden Age, the Ming Dynasty). Is there anything special they can do? Where can they stay?
Compare the trip you have chosen with the trip other groups have chosen. Give reasons to support your choice.
A key text exposes learners to crosscurricular language.
low res
59
D
58
3 Tourism
a
•
describe a holiday where not everything went well
•
learn to use the past continuous passive.
b c
For some people, it’s exciting to go to new places and to meet people who speak different languages and have different ways of life. For others, it’s quite scary. What’s your view?
4
1
Listen to Francisco, Li and Sasha talking about their holidays. Did they enjoy their holidays, or did they have mixed feelings?
2
Listen again and answer these questions.
c d e f g h i j
Why did Francisco’s holiday get off to a bad start? The plane that Francisco and his family were on didn’t get in till 11.30 at night. Why? There is an inconsistency in what Francisco says. What is it? (Clue: activities) Where did Li go on holiday? Li mentions two problems. What were they? Which place did Li like best? Sasha went to Agadir. Where is Agadir? What did Sasha like about Agadir? What happened on the way to Paradise Valley, and why wasn’t it such a bad experience? Who would be the best person to go on holiday with: Francisco, Li or Sasha?
Use of English
take off turn back get in
Li hang out
Listen to models and practise pronunciation and intonation.
Sasha break down turn out
Speaking 5
Describe a holiday in which at least one thing went wrong. You can make up the details, and you can make it as humorous as you like! • • •
You can use some of the expressions that Francisco, Li and Sasha used. Try to include some of the multi-word verbs that they used. Try to include at least one verb in the past continuous passive.
Past continuous passive past simple active
past continuous active
You already know the past simple active, the past simple passive and the past continuous active.
The car broke down in a village while we were going to a place called Paradise Valley.
There is also a past continuous passive. (Remember that in Unit 1, you learned the present continuous passive.)
We were invited into the house of one of the people in the village while the car was being fixed.
60
Francisco get off (to a bad start) pick someone up turn up
Remember When someone says one thing and then says something that doesn’t match, so that both things can’t be true, that is an inconsistency.
Why did Francisco and his family have to wait three hours for the second plane? Why couldn’t Li use the swimming pool at the apartment in San Francisco? What did the radio announcement tell Li and her family as they were driving to Yosemite?
Look at this list of multi-word verbs used by Francisco, Li and Sasha. Use each one in a sentence about their holidays. Listen again if you need to.
Listening
a b
Listening models and speaking tips provide scaffolding for speaking.
Answer these questions, using the past continuous passive.
In this lesson you will...
15
In this lesson, you’ll find Key words boxes.
3.3 Talk about it
3
3.3 How was your holiday?
•
There are opportunities to think critically about the information in the text.
We chose … because …
R
Day 2 35 km I could have stayed on in Mantua for another week, but we had a long bike ride ahead of us! The first thing we did was to pick up our bikes. You could have an e-bike (so of course, I did). And your bags are taken from one place to the next by car. Great! So, first we headed north towards Lake Garda, round the lakes, through a nature reserve and along the river. We saw some beautiful birds and the weather was perfect. We stayed at a small, family-run hotel in a village called Borghetto.
d
arch
Read the text again and answer these questions. a b
amphitheatre arch (plural: arches) fresco (plural: frescoes) the medieval period (about 500–1400 ce) the Renaissance (about 1400–1600 ce)
palace
A
When my parents told me that we were going on a cycling holiday in Italy, I thought, ‘Oh no! Cycling!’ Even worse, it was a trip called ‘The art and architecture of northern Italy’. How boring!
Find these words in the text and try to work out their meaning from the context.
a
In this lesson you will...
•
Lessons 3 and 6: The Talk about it lessons develop learners’ speaking skills.
Say where you are going on holiday, or where you would like to go. If you can, refer to a past holiday too. Use some of the compound nouns in Exercise 3. Try to include some multi-word verbs, like the ones in Exercise 5. Try to include some expressions with go: • go camping, sightseeing, swimming, climbing • go on a boat trip, a day trip, a tour At the end of your conversation, summarise what each other said, and check that it is correct.
56
55
Engage with the topic of the unit and generate discussion using the image, the video and the big question.
Mariam day trip(s) picnic basket roller skating ice skating theme park
Work in groups. Talk about holidays. Listen, and take notes on what each other says. • • • • •
Listen again. For each person, choose the one thing that they do not mention. Bruno eco hotel water sports windsurfing waterskiing first-aid kit
Work with a partner. Can you replace the words in bold in Exercise 5 to show their meaning? You can make other changes if necessary.
Speaking
Vocabulary 3
‘You can look round the shops.’ ‘I could have stayed on!’ ‘I don’t mind going back to the same place.’ ‘My cousins live there, so I can catch up with them.’ ‘We’ll eat out every night.’ ‘They find it very hard to take time off work.’ ‘I’m looking forward to hearing all their news.’ ‘I ended up going to the doctor!’
You can go from shop to shop, looking at what they’ve got.
•
Compound nouns can also be formed from multi-word verbs: a passer-by, a runner-up.
14
Can you remember who said each of the following? a b c d e f g h
Language tip
Dubrovnik Vietnam
Remember Compound nouns
Getting started Travel broadens the mind. Do you agree?
What can you tell about the people interviewed from what they say about their holidays? Who are you most like: Bruno, Mariam, Ren or Anya?
past simple passive
past continuous passive
Paradise Valley, near Agadir, Morocco
61
8 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
How to use this book
Lesson 7: The Write about it section supports learners in writing a variety of text types.
3 Tourism
3.7 Write about it
3.7 Improve your writing
2
You decide to go on the trip with the friends of your family. Plan the trip.
3
• Number of days? • From … to …? • Accommodation? • Walking or cycling? You are now on the trip. Write a blog, like Elena’s blog in Lesson 3.2. To help you, look at another example of a blog below. It was written by a Turkish teenager on a walk in south-west Turkey.
In this lesson you will... •
write a travel blog.
In Lesson 3.2, you worked in groups to plan a walking or cycling trip for friends of your family who were visiting your country. These are the questions you discussed: •
• • • •
Where will you recommend them to go? How will you recommend them to travel? Is there anything special they can do? Where can they stay?
1
Work in the same groups as in Lesson 3.2. Remind yourselves of the trips you discussed.
Try to include: We headed towards We saw We stayed at (a hotel) / in (a town) We stopped for lunch at / in
What can they see? Think of art and architecture, and give an idea of the historical background (for example, the Islamic Golden Age, the Ming Dynasty).
A mixture of past tenses: we arrived, we were given, while we were having lunch, while the dinner was being prepared, …
Answer these questions.
4
a b
I think we recommended them to go from … to …
Trip: The Lycian Way, South-West Turkey
How many of the suggestions in Exercise 3 have you managed to include? Find the exclamation marks (!) in Elena’s blog. How many are there and why does she use them? Can you include any in your blog?
Walking from Beycik to the lighthouse at Gelidonya
Day 4 17 km We walked from Çirali to Adrasan. On the way, we saw Roman temples. I think I want to learn more about Roman times. In Adrasan, we stayed at a very friendly, family-run hotel.
Day 1 We arrived in Beycik. It’s a lovely village in a national park. Our rooms all had sea views and there was a swimming pool. This was really nice! Day 2 18 km Today we headed towards Çirali. It was a long walk, but it was so interesting. We went along a river bank, then across the river and climbed to the top of a hill. Guess what we saw! This!
Day 5 Today we did a circular walk from Adrasan and we went on a boat trip in the afternoon. Very relaxing!
Yes, flames coming out of the ground at a place called Chimaera! It was as if the earth was on fire. It was amazing! The last part of the walk was through orchards. We arrived at our hotel at about 5 o’clock. It was a beach hotel, so we went straight down to the sea for a swim. Lovely!
Day 6 18 km We walked from Adrasan to the Gelidonya Lighthouse. We walked through a forest, where we stopped for a picnic lunch, and along rocky paths before finally reaching the lighthouse, where we were picked up and taken to our hotel. What a great week! I could have stayed on!
low res
69
3 Tourism
3.8 Project challenge
3.8 Project challenge
You are going to give a presentation and write a report about a school trip.
You are going to give a presentation about a volunteer holiday.
Your class recently went on a school trip. Your teacher has asked you to give a presentation about it to parents at a parents’ evening and to write a report. It can be an account of a real school trip or an imagined one.
For this project, you will need to find out about volunteer holidays in your country or in a country you would like to visit.
Work in groups. First, answer these questions. a b c d e f g h
Where did you go? How long did you go for? (minimum: a weekend; maximum: a week) What was the purpose of the trip? Where did you stay? What was the accommodation like? What was good about the trip? What was not so good? What did you learn? Why are school trips important?
A
2
1
Work in small groups. Choose a country and find out about volunteer holidays for you, your class and a group of teachers from your school. Choose the type of holiday that you would enjoy. For example: • wildlife conservation animals: working with endangered species, working in situations where animals come into conflict with humans, helping with animals that have been injured plants: helping to look after natural areas (nature reserves, national parks), planting trees • the built environment education: helping to repair school buildings, build playgrounds and sports facilities culture: helping to restore buildings of historic interest.
3
You only have three minutes to present your choice. You can’t use slides or visuals. Decide on the following: • Are you going to write out the whole text of what you’re going to say, or are you just going to write notes? • Who is going to talk – one person or several people? • How can you make your talk different?
4
You have to use persuasive language to convince the audience that the holiday you have chosen is the best one.
The presentation 2 3 4 5 6
The report is for your teacher. In addition to the questions in Exercise 1, you are also going to answer this question: ‘Would you change anything if the school did the trip again?’
7
Using the notes you made for your presentation, plan your report. Remember to answer the question about whether you would change anything next time. Write a draft of the report. Choose a more formal style for your report. For example, in your presentation you might have described something as ‘absolutely amazing’ and talked about ‘hanging out’ with friends. In a written report, you could say something was ‘a great success’ and that you enjoyed ‘being together’ with friends. 9 Swap drafts with another group and make corrections and suggestions. 10 Write the final version of your report. 8
You will be helping to …
Thanks to your efforts, … The aim of … is simple:
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In your free time, you can enjoy … •
You can use slides and visuals. Plan your presentation. Will you present what you have to say in the same order as the questions in Step 1? Decide who will write the notes for the presentation, who will find the pictures and who will create the slides. Prepare your presentation. Check your notes and your slides to make sure they are correct. Give the presentation.
The report
Have you thought about …?
How did not being able to use slides and visuals affect your presentation?
•
What is the value of having other people comment on your work?
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Lesson 9: The Read and respond lesson is based on authentic texts and includes fiction, nonfiction, poetry and autobiography. The audio can be played the first time you meet the story, before learners read the text.
Projects encourage 21st-century skills such as research, collaboration and creativity.
Project 2: A school trip
Project 1: A volunteer holiday
1
3 Tourism
The Summer Book by Tove Jansson The writer and artist Tove Jansson was born into a Swedish-speaking family in Finland. She wrote The Summer Book in Swedish in 1972. It was first published in English in 1974. The photo shows her house on the island of Klovharu, in the Gulf of Finland.
5
low res 10
Reading and listening 1
Read and listen to the beginning of Chapter 1 of The Summer Book. The setting is a very small island in the Gulf of Finland. Do Sophia and her grandmother live there, or are they there on holiday? How do you know?
2
Answer these questions. a b
Who is ‘she’ in the first paragraph? (line 08) What impression do you get of the grandmother’s character?
03 granite: a very hard grey, pink or black rock 03 to steam: to make steam (as water does when it boils) 03 moss: a very small green plant that grows on wet earth or rocks 03 crevice: a narrow crack in the surface of a rock 04 to drench: to make very wet 04 moisture: very small drops of water in the air or on a surface 06 veranda: a raised area at the front or side of a building, often made of wood 06 vegetation: plants that are found in a particular area 07 lush: very green and healthy (plants) 20 peony: a plant with big red, pink or white flowers 24 stalk: the part of a plant that supports the leaves and flowers 25 stem: the central part of a plant that comes up from the ground
c d
What impression do you get of Sophia’s character? Sophia asks, “Will they dig a hole?” What does she mean?
42 ravine: a deep, narrow valley with steep sides 44 disdainfully: in a way that shows you do not value or respect something or someone 49 slippery: wet and smooth, making it hard to keep your balance 52 haze: heat or smoke in the air that makes it difficult to see clearly 53 amiably: in a pleasant and friendly way 55 insidiously: in an unpleasant, secretive way 62 promontory: a long, narrow area of land that sticks out into the sea 64 fainter: less strong, less noticeable 66 seaweed: a plant that grows in the sea 66 fringe: the edge of something (like the hair that hangs over the forehead) 66 to sway: to move from side to side
15
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It was an early, very warm mornIng In July, and it had rained during the night. The bare granite steamed, the moss and crevices were drenched with moisture, and all the colours everywhere had deepened. Below the veranda, the vegetation in the morning shade was like a rainforest of lush, evil leaves and flowers, which she had to be careful not to break as she searched. She held one hand in front of her mouth and was constantly afraid of losing her balance. “What are you doing?” asked little Sophia. “Nothing,” her grandmother answered. “That is to say,” she added angrily, “I’m looking for my false teeth.” The child came down from the veranda. “Where did you lose them?” she asked. “Here,” said her grandmother. “I was standing right there and they fell somewhere in the peonies.” They looked together. “Let me,” Sophia said. “You can hardly walk. Move over.” She dived beneath the flowering roof of the garden and crept among green stalks and stems. It was pretty mysterious down on the soft black earth. And there were the teeth, white and pink, a whole mouthful of old teeth. “I’ve got them!” the child cried, and stood up. “Put them in.” “But you can’t watch,” Grandmother said. “That’s private.” “I want to watch,” she said. So Grandmother put the teeth in, with a smacking noise. They went in very easily. It had really hardly been worth mentioning.
40
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50
55
60
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“When are you going to die?” the child asked. And Grandmother answered, “Soon. But that is not the least concern of yours.” “Why?” her grandchild asked. She didn’t answer. She walked out on the rock and on towards the ravine. “We’re not allowed out there!” Sophia screamed. “I know,” the old woman answered disdainfully. “Your father won’t let either one of us go out to the ravine, but we’re going anyway, because your father is asleep and he won’t know.” They walked across the granite. The moss was slippery. The sun had come up a good way now, and everything was steaming. The whole island was covered with a bright haze. It was very pretty. “Will they dig a hole?” asked the child amiably. “Yes,” she said. “A big hole.” And she added, insidiously, “Big enough for all of us.” “How come?” the child asked. They walked on towards the point. “I’ve never been this far before,” Sophia said. “Have you?” “No,” her grandmother said. They walked all the way out onto the little promontory, where the rock descended into the water in terraces that became fainter and fainter until there was total darkness. Each step down was edged with a light green seaweed fringe that swayed back and forth, with the movement of the sea.
Speaking 3
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Self- and peerevaluation checklists for projects are available in the Teacher’s Resource.
3.9 Read and respond
3.9 Fiction
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Assessment ideas and sample answers can be found in the Teacher’s Resource.
FT
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Lesson 8: The Project challenge lesson provides a choice of projects and an opportunity to consolidate learning from the unit.
Step-by-step tasks support learners in their planning, writing and editing.
Day 3 Today we went swimming again and explored the remains of the Roman city of Olympos, including the House of Mosaics. Wow!
When I realised that we were going on a walking holiday, I thought, ‘Oh no! Walking!’ Then I saw the route on the map and it was even worse: 18 kilometres a day! Oh well, at least your bags are taken on from place to place.
Model texts support the writing process.
Prepositions of movement: towards, along, through, into, round …
Work in groups. Discuss what you think is going to happen next.
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The literature is used as a platform for work on values.
There is also an opportunity for creative writing.
9 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
1
Views and voices
In this unit you will… • listen to views on talking in class and give your own views • read views on what it is like to be a teenager • discuss what you would expect to find in a book about teenage psychology
FT
• listen to students talking about role models and give your own views
• listen to a conversation about stereotypes of teenagers and give your own views • read and compare two reports of the same event
• discuss how and why reports of the same event can be different • learn about what makes a good presentation
A
• write an email to a student in another country asking about teenage life there • learn to interpret a photo
• give a presentation on teenage life
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• read extracts from an autobiography.
Getting started
D
Discuss this statement:
We are supposed to learn from adults, but I think they could learn a lot from us. Yusef, 14 years old
Watch this!
11 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1 Views and voices
1.1 What helps you to learn? In this lesson you will… listen to students’ views on talking in class
•
give your views on talking in class
•
revise and use -ing forms. Do you like working in groups or do you prefer working on your own? Are there times when it’s good to talk in a lesson?
FT
•
•
Listening 1
Eva
Listen to this interview between a journalist and six students: Eva, Tarak, Anna, Joseph, Han and Milo. What do the students think about talking in class? Who is for it? Who is against it? Who has mixed feelings?
Vocabulary
Tarak
A
Anna nn Joseph
Han
Milo
Choose the correct meaning of each of the words in bold. To help you, you can listen again. a
D
b
If you interrupt someone while they are speaking, you tell them to be quiet / speak while they are speaking. If you compare two things, you look at the ways they are similar or different / add them together. If you distract someone, you take their attention away from something / upset them. If you encourage someone to do something, you want them to believe they can do something / want them to be careful about doing something.
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2
A
02
c
d
e
f
g h
i
If you tell someone off, you tell them to go away / speak angrily to them because they have done something wrong. If you get into trouble for doing something, you are worried about something / are in a situation where you have done something wrong. If you share ideas, you let other people know what they are / keep them secret. If you are supposed to do something, people expect you to do it / you’re ready to do it. If you concentrate on something, you give it all your attention / are puzzled by it.
12 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1.1 Think about it
02
3
Listen again. Use the verbs in bold in Exercise 2 in the correct form to complete the journalist’s notes. Eva:
Often asks a classmate instead of interrupting the teacher.
Tarak: Says that you can learn by Anna:
Says that talking in class getting on with your work.
answers. you from
students to talk quietly Joseph: Teachers during the lesson, if it’s about work. students Teachers sometimes for talking in class. Han trouble for chatting to her friends.
Milo:
ideas helps him to learn. Sometimes people talk when they’re not to, so you can’t what you’re doing.
4
A
Speaking
What do you think about talking in class? Work in groups and share your views.
Here is the beginning of a magazine article that the journalist wrote after interviewing the students. Use the notes in Exercise 3 and your own ideas to complete it.
D
5
R
I agree with Milo. Sharing ideas helps me to learn. But I’m also a bit like Han, because I sometimes get into trouble for chatting with my friends.
Writing
Y
Remember that we use -ing forms after certain verbs: Our teachers don’t mind us talking quietly. We use -ing forms after prepositions: I sometimes get into trouble for chatting in class.
FT
Han:
Use of English -ing forms
ou might get into trouble for chatting in class, but education experts have found that talking to your classmates can be helpful. ‘Students should be encouraged to explain things to each other and to discuss things,’ they say.
We can also use -ing forms as the subject of a verb: Sharing ideas helps me to learn.
Speaking tip Be careful to use -ing forms in the correct places. If you make a mistake when you are speaking, just stop and correct it. I sometimes get into trouble for chat with my … I mean, for chatting with … my friends.
I talked to some students to find out what they thought about talking in class. For some of them, talking in class is a good thing, because …
13 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Views and voices
1.2 Teenage psychology In this lesson you will… •
read views on what it is like to be a teenager
•
discuss what you would expect to find in a book about teenage psychology. How do teenagers think and act differently from adults?
•
FT
Reading Read the extracts. Which do you think were written by teenagers? Which were written by parents of teenagers? Which one was written by a psychologist?
1
I think they should give us a bit more freedom and understanding. We need to feel independent and grown up, because we are in the process of becoming adults. And give us time, listen to us, talk to us, tell us what’s going on in your life!
d
b
I often think they’re right and I’m wrong. They just see the world differently. And after all, I was like them once.
e
c
You’re always trying to find the balance between keeping them safe and letting them go. In my experience, we are not good at ‘risk assessment’. For example, they want to go to a music festival and you don’t sleep because you’re terrified that they are going to get into all sorts of trouble. They go, they come back, and they’ve had a great time. They want to go on a cycle ride in the country with a couple of friends, and you’re very happy. They go, they come back, but one of them nearly had an accident when a car came too close.
Most of the scientific evidence shows that today’s teenagers are more sensible than their parents were at that age. Brain scans of teenagers show that by the end of the second decade of life, teenagers have developed formidable powers of problem-solving, creativity, self-analysis, focus, ambition, communication and social flexibility. Twenty-year-olds are better than tenyear-olds at everything.
f
There are a lot of negative stereotypes about us – that we’re lazy, we only think about ourselves, we just want to have a good time. But most of my friends work hard and want to do well.
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A
a
I don’t mind them telling me off when I do something wrong, but I wish they wouldn’t go on about it. Yes, I’ve made a mistake, I shouldn’t have done it, I’m sorry, now let’s move on.
14 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1.2 Psychology
2
Work in pairs. What do the following words mean? You may be able to work out the meaning from the context. For example: In extract e, the word ‘formidable’ appears. What sort of word is it? (It’s an adjective. It describes ‘powers’.)
Key words: Psychology ambition: ideas about what you want to do in the future communication: talking or writing to other people creativity: using your imagination to express yourself in art, writing, music, etc. focus: the ability to concentrate on something problem-solving: finding the answer to a difficult question or situation self-analysis: understanding yourself social flexibility: being able to get on with all sorts of people
Is the writer saying that these powers are good or bad, strong or weak? (Good, strong – very good, very strong.)
FT
‘Formidable’ means ‘great, very impressive, demanding respect’. If you can’t work out the meaning from the context, find the word in a dictionary. a b
c d
grown up risk assessment
Speaking
sensible brain scan
b c
A
a
Are you good at problem-solving? Yes, I’m quite good. I like doing word puzzles and number puzzles.
g h
decade stereotype
d e f g
Are you good at focussing on something, concentrating on it for a period of time? Are you ambitious? Are you a good communicator? Are you able to get on with all sorts of people?
Are you creative? Are you able to analyse yourself? Can you always give reasons for the things you do and the way you feel? Work in groups. The psychologist whose words were quoted in Exercise 1 wrote a book about teenagers. If you were advising him about what to include in the book, what would you say? Discuss:
D 4
e f
Work with a partner. Ask and answer these questions, giving examples to support your answers.
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3
terrified evidence
•
your relationships with friends and family
• •
daily routine (school, free time, sleep …) the way you feel.
Student A: People don’t understand that being a teenager can be difficult. You want to feel independent and grown up, but in your parents’ eyes you are still a child. Student B: I think there’s a big difference between being 13 and being 19. Student C: What do you mean? Student D: When you’re 13, 14, 15, you’re changing really quickly. By the time you’re 19, you’re an adult.
15 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1 Views and voices
1.3 Role models 1
In this lesson you will… listen to students talking about role models and give your own views
•
revise and use the present simple and continuous. What is a role model?
Listening 1
Listen to this conversation between Theo, Mai and Leila. What is it about?
2
Answer these questions.
b
c d e
D
f
What are Leila and Mai doing at the beginning of the conversation, when Theo says hello to them? The magazine article says that teenagers are obsessed by celebrities and all look up to them as role models. Leila says, ‘That’s just a stereotype.’ What does she mean? The person in the second photo is Marley Dias. Who are the people in the other photos? Mai, Leila and Theo give examples of people who are role models for them. What can you remember about them? Theo and Leila each say something that suggests they too have stereotypes. What are they? All three agree about one thing. What is it?
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•
•
Use of English
Present simple and present continuous
Present simple Positive
Negative
Question
I play volleyball. She plays tennis.
I don’t play basketball. She doesn’t play badminton.
What do you play? What does he play?
Positive
Negative
Question
I’m reading a book at the moment.
I’m not listening to music.
What are you doing?
Present continuous
16 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1.3 Talk about it
Use of English Present simple and present continuous We use the present continuous for things happening at the moment:
And we can use the present continuous for fixed arrangements:
What are you reading?
She’s going to a tennis camp this summer.
We also use it for temporary situations:
There is an unusual use of the present continuous with always:
You aren’t watching the ball. This means that this is not what usually happens: you usually watch the ball but in this practice session, you aren’t watching it, and this is causing problems.
This means that he helps people more than you would expect, more than is normal.
Choose the present simple or the present continuous of these verbs to complete the sentences.
FT
3
He’s always helping other people.
depend look up to encourage help save up for
b c d e
At the moment, he ’s helping children who have problems with their reading. They say we all ………… celebrities as role models. It ………… what they’re famous for. I ………… the trip to the tennis camp. He’s good because he ………… me to believe in myself.
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Speaking
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a
Work in groups. Discuss these three questions. a
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b
Think of five famous people – celebrities – in the world of music, sport or the arts. Are they good role models? Give your reasons. Who are your role models? Why are they good role models for you? Is it better to have role models who are similar in age to you, or ones who are older than you?
c
In your discussion, try to include the verbs in Exercise 3, the phrases in the Speaking tip and some of the following words and phrases: be supposed to (teenagers) are obsessed by celebrities ambition a stereotype one of the most influential
Speaking tip You can use kind of to mean ‘partly, to some extent’: She's kind of a role model for me. Anyway is a useful word when you want to change the direction of the conversation, or to go back to an earlier point in the conversation. This is what Mai does in the conversation in Exercise 1: Anyway, Theo, what about you? It’s just that … is a good way of explaining or justifying something you’ve said: It’s just that he encourages me to believe in myself.
17 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
We are working with Cambridge Assessment International Education towards endorsement of this title.
1 Views and voices
1.4 Teenage voices In this lesson you will…
•
•
listen to a conversation about stereotypes of teenagers and give your own views
•
revise and use the present simple passive. What are the stereotypes of teenagers?
1
FT
Reading
Read the following introduction to an article describing a study carried out in Chinese middle schools. What do you think the purpose of the study was?
Answer these questions. a b
D
c
Does the first sentence say that generally people think teenagers behave better or worse than younger children? If someone ‘skips schoolwork’, do they do their schoolwork or not? If someone ‘succumbs to bad influences’, are they more likely to do bad things or good things? The writer says, ‘stereotypes are not destiny’. How could you say this in other words? Look at the last sentence of the text. What does it tell you about the conclusion of the study?
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In many societies, teenagers are repeatedly told – by adults, peers and popular media – that teens are more likely than younger children to take risks, ignore their parents, skip schoolwork and succumb to bad influences. But stereotypes are not destiny, a new study of Chinese middle school students suggests.
d
e
18 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1.4 Think about it
Listening and vocabulary Listen to the conversation and look at the word clouds. What do they show?
BAD-MANNERED
RUDE
POLITE
APPRECIATIVE
APPRECIATIVE
CIVIL GRACIOUS CARING
Work with a partner. Look at the words in the word clouds. Say what they mean, using examples to illustrate the meaning.
Student A: ‘Rebellious’ – that’s when you don’t do what you’re told to do, isn’t it?
Student B: Yes. People think all teenagers are rebellious, because they don’t always follow the rules.
Student A: What about ‘disrespectful’?
GRACIOUS
APPRECIATIVE
A
4
RESPECTFUL
REBELLIOUS
RESPONSIBLE
RESPONSIBLE
CONCERNED GRACIOUS
CIVIL
POLITE
POLITE
CONSIDERATE POLITE
RESPONSIBLE
POLITE
CARING CONSIDERATE
RESPONSIBLE
FT
DEFIANT
CHEEKY
DEFIANT
RUDE
UNCARING
RUDE
GRACIOUS POLITE CONCERNED CONSIDERATE
CARING CIVIL RESPECTFUL CARING
UNCARING
RUDE
UNCARING
UNCARING
UNCARING BAD-MANNERED
DEFIANT
UNCARING
DISOBEDIENT
DISRESPECTFUL
REBELLIOUS
RUDE
DISRESPECTFUL
RUDE
RUDE
RUDE
RUDE CHEEKY BAD-MANNERED DISRESPECTFUL
RUDE
3
UNCARING
04
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Use of English Present simple passive
Remember that we use the passive when we don’t know who said or did something, or it isn’t important who said or did it. We are told that we behave worse than younger children.
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Defiant? It’s when you’re asked to do something, and you refuse.
5
Complete these sentences to make them true for you and your friends.
a b c
I’m (often) told that I’m … We are (sometimes) told that … We are thought to be …
d e
I’m / We are expected to … I’m not / We aren’t expected to …
Speaking 6
Work with a partner or in groups. Say whether you think the words in the word clouds apply to you and teenagers you know. Use the conversation in Exercise 3 as a model and try to include some sentences from Exercise 5.
19 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1 Views and voices
1.5 Facts and opinions Key words: Media studies
In this lesson you will… •
read two reports of the same event and compare them
•
discuss how and why reports of the same event can be different.
Reading
FT
When you read or hear a news story, can you sometimes tell what the attitude and opinions of the reporter are?
•
attitude headline impression
Read this news report. What impression do you get of what happened?
1
TODAY Teenage rage
A
THOUSANDS OF TEENAGERS went on strike from school and descended on Parliament Square in central London yesterday. It was Friday, the last day of the school week, and a lovely sunny day.
5
This time of year is particularly important for 16- and 18-year-olds, as exams are just starting to take place in schools around the country. However, for the protestors, the issue of climate change was clearly more important than exam preparation.
D
10
R
In the UK as a whole, there were almost 200 demos by school-age students. They were on strike to protest about climate change.
15
They marched from Parliament Square to the Department for Education, shouting
rage: extreme anger that you can’t control 00
go on strike: stop working for a period of time as a protest 02 descend: (formal) go down 02
and carrying placards with strongly worded messages.
20
25
The march made life very difficult for ordinary people who work in the area and for tourists enjoying the sights of London. One defiant young protester held up a rather tired-looking toy monkey that had a label round its neck saying, ‘Wake up humans, you’re endangered too’. By the end of the day, the cafés were full and central London returned to normal. All that was left was a lot of litter.
demo: short for ‘demonstration’, an event where people walk or stand together to show they have a strong opinion about something
07
issue: an important subject or problem 17 placard: a large piece of card with a message on it 13
20 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1.5 Media studies
2
Read the second article. What impression do you get of the journalist who wrote it?
THE EXAMINER Take climate change seriously, say school students
The march from Parliament Square to the Department for Education was peaceful. Protestors were respectful of those who were not part of the march. At the Department for Education, protestors handed in a petition with the title ‘Teach the future’, asking the education minister to include lessons on climate change in the school curriculum.
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Yesterday, in London and other UK cities, 150 demonstrations took place to ask politicians to take the issue of climate change seriously. School students from all over the country felt strongly enough to take a day off from exam preparation to protest. They carried placards saying, ‘It’s our future’ and ‘I’d be at school if the Earth was cool!’
Speaking 3
20
25
Although there was a heavy police presence, the atmosphere was calm. The day ended at 8 p.m. ‘It’s been an important day,’ said Alicia, one of the protestors. ‘Anyway, I’m going home now to revise for my history exam on Monday.’ petition: a document with a lot of people’s names on it, that asks someone in authority to do something
15
Compare the two accounts and discuss them. Think about: • • •
the headline (the title of the article) the choice of photos the choice of words
• •
the details and examples given the impression of teenagers you get from each article.
Writing 4
Based on the discussion you had, write a paragraph about the differences between the articles.
21 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1 Views and voices
1.6 From ideas into words In this lesson you will…
•
Low-res
•
learn about and discuss what makes a good presentation
•
revise and use the present continuous passive. How do you feel about giving presentations in class?
Low-res
Reading Read the rules on giving presentations. Match the paragraph headings with paragraphs a–h.
Don’t put too much text on a slide Involve your audience right from the start
Don’t be nervous about the audience interrupting you Plan your presentation carefully
A
Paragraph headings Make it visual Timing is important Practice makes perfect Get it right
FT
1
Rules for giving a presentation, using presentation software
Rehearse your presentation carefully. Speak clearly and slowly. Think of yourselves as actors in a theatre.
D
b
It gives a very bad impression if there are mistakes on your slides, so check your spelling, punctuation and grammar.
R
a
c
d
After the title slide, you’ll show a slide with text, or a picture or both. Use this slide to ask a question. The audience must be able to read the text on your slides easily. In most cases, four lines of text per slide is enough.
e
There’s a saying, ‘A picture is worth a thousand words.’ Think about it!
f
You need a clear idea of the structure of your presentation before you decide on the text and pictures.
g
Time your presentation and note down the time when each new slide should appear.
h
The audience will feel more engaged if they are allowed to make comments and ask questions during your presentation.
22 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1.6 Talk about it
Listening 2
Listen to some students preparing a presentation. They mention three of the rules in Exercise 1. Which three?
3
Listen again. Answer these questions. a b c
Use of English
What might appear on the placards? What are the students going to do first?
Present continuous passive
Q: Why can’t the students go into the art room at the moment? A: Because the art room ………… ………… ………… for an exhibition. Q: What’s happening on the first slide of the presentation? A: Some teenagers ………… ………… ………… questions about teenage life by a TV journalist.
A
We use the present continuous passive when we don’t know who is doing something, or it isn’t important: (The audience need to feel that) they are being entertained. The focus is on the audience here, not on the people doing the presentation. Complete the answers to these questions, using the present continuous passive.
Use the present continuous passive to make the prompts in italics into full sentences. a
D
b c
There’s a lot of building work going on at our school. A new drama studio / build A new drama studio is being built. We can’t we go into the school hall. It / clean I’m nervous about the interview we did with the TV journalist. It / show / on TV this evening! The canteen is closed today. Drinks and snacks / serve / in the small hall. Don’t look round. We / follow by your cat!
R
4
d e
What is the presentation about? What equipment are the students going to use? What will the audience see after the title slide?
FT
05
d e
Speaking 5
You are going to give a presentation on teenage life. Discuss how you are going to prepare for it. Start like this: So we’ve got to do a presentation on teenage life … What shall we do first? You will have a chance to give this presentation in Project 2 in Lesson 1.8.
Speaking tip Making suggestions We could … Let’s … Why don’t we …? Shall we …?
23 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1 Views and voices
1.7 Improve your writing In this lesson you will…
Work in pairs. Read the email on the opposite page and answer these questions. a b c d e
2
Who is Lily and what do we know about her? What do we know about Céline? Why is Céline writing to Lily? If Céline asked you the questions in her email, how would you answer them? How would you describe the tone of the email: formal, informal, friendly, businesslike …?
FT
1
write an email to a friend.
You are doing a project at school on teenage life. Write an email to a penfriend in another country, similar to Céline’s, asking about teenage life in your friend’s country. Follow this plan. You can use as many of the phrases from Céline’s email as you like. Dear …
A
•
R
I hope … . It’s been a long time since we have been in touch. I often wonder how you are and what you are doing. I’m … Anyway, the reason I’m writing is …
D
… . So I wonder if you could help me by answering these questions: 1 Ask about stereotypes 2 Ask about the media 3 Ask about role models Thank them for their help Looking forward …
24 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1.7 Write about it
New Message From: Céline To: Lily
Cc
Bcc
Dear Lily, I hope you and your family are well. It’s been a long time since we have been in touch. I often wonder how you are and what you are doing. I’m so busy with my grandchildren and my studies that I don’t have much time to myself! Are you still doing your art classes?
FT
Anyway, the reason I’m writing is to ask you for some help with something I’m doing for my creative writing course at the moment. We’re writing a short story about what it’s like to be someone of our age. I thought it would be good if we could do something about older people in other countries: how they see themselves and how they are seen by younger people. Perhaps it’s the same all over the world, but I don’t know and I’d like to find out. So I wonder if you could help me by answering these questions: 1 Are there stereotypes of older people in your country? What sort of words do young people use to describe older people? Are they mostly negative or positive?
A
2 How are older people shown in the media? Are there TV programmes about older people, for example? What do they show? 3 Do you or your friends still have a role model or role models? Are any of them younger people? Why are they role models?
R
I’d really appreciate your help with this, so thank you in advance! Looking forward to hearing from you.
Send
D
Céline
25 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1 Views and voices
1.8 Project challenge Project 1: Interpreting a photo You are going to write an account of a photo. You can work individually or with a partner. First, write notes about this photo in answer to these questions, but do not share your notes with other students. a b c d 2
Who are the boys in the photo? Where are they? What are they doing? What time of day is it?
e f
What has just happened? Who is the boy on the right phoning? / Who is phoning the boy? What is going to happen?
FT
1
g
Write your account, based on the answers to the questions in Exercise 1.
The boys in the photo are friends: Krishna, on the left, and Bimal. They’re in a park ... 3
Compare your account with the accounts of other students. What does the comparison show you?
A
The way I see it, the boys are …
That’s not how I see it at all. To me, they’re …
R
What did you learn from doing this project?
D
•
Low-res
26 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1.8 Project challenge
Project 2: A ten-minute presentation on teenage life You are going to prepare and give a presentation on teenage life. Work in groups.
3 4
Stereotypes
Positive or negative?
2
The teenage brain
Is it different?
3
Life at school
In the classroom
Outside the classroom
4
Role models
Who are they?
Are they important?
5
Conclusion and questions
How are you going to work? Shall we all plan the presentation together?
Karib and Adam, could you make notes on what should go on each slide?
Imane, you’re good at Art and Design. Could you choose the visuals and create the slides?
Let’s write the script together.
Do we need a complete script or just notes?
OK, to summarise: we’ll plan the presentation together. Then Karib and Adam will …
Write a draft and prepare your slides Check the slides and the notes / script. • Are the slides clear (not too much text)? •
Have you checked the grammar, spelling and punctuation?
Rehearse your presentation. • Are you going to read from a script or use notes?
D
5
FT
1
A
2
Plan your presentation. Here is an idea for a presentation in five sections:
R
1
•
6 7
Were your timings correct? Did you finish in ten minutes?
Decide if you need to make any changes. Give your presentation.
•
What have you learned from giving this presentation?
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1 Views and voices
1.9 Autobiography My Name is Tani is by Tanitoluwa Adewumi. The subtitle of the book is ‘The amazing true story of one boy’s journey from refugee to chess champion’.
Read and listen to the first extract from My Name is Tani. At this point, Tani is eight years old. Austin is his older brother. What impression do you get of Tani?
2
Work with a partner. Find these phrases in the text and try to work out what they mean from the context. a
that was funny, but not in a rude way (line 15) some kids were messing around (line 24) but I nodded anyway (line 29) I’m grateful for that (line 43) she doesn’t … make a big deal out of it (line 46)
D
b c d e
3
I like that she helps me with my chess. (line 44) He could have said: I like the food she cooks. I like it when she corrects me. I like it when she helps me with my chess.
A
1
R
06
Tani started at an elementary school in New York. It was there that one of the teachers, Shawn Martinez, introduced Tani to chess. He loved the game and learned quickly. At the age of eight, he took part in the New York State Championship for third-grade children and won. Tani’s coaches raised money through crowdfunding to provide a place for the family to live, so Tani played his part in helping the family to settle into a new life.
FT
Tani and his family had to leave their home in Abuja, the capital of Nigeria, and seek asylum in America. At first, they stayed with relatives in Dallas. Then they went to New York and lived in a shelter for homeless people in Manhattan. (Tani calls the shelter the ‘Hotel’ in his book.) Tani’s father, who had been a successful businessman in Nigeria, worked as a taxi driver and in a restaurant kitchen, washing dishes. His mother, an accountant by profession, worked as a cleaner.
Tani describes his feelings about his mum in an unusual way:
Why do you think Tani chooses to say ‘I like that she …’ each time? 4
Work in groups. Discuss these questions. a
b
How would you describe the relationship between Tani, his brother Austin and their mum and dad? If someone asked you the question ‘What do you like about them?’ about an adult in your life, what would you say?
I like that she cooks good food.(line 36) I like that she corrects me. (line 41)
28 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1.9 Read and respond
My Name is Tani One day while we were walking to the basketball court, Austin and I talked about Mum and Dad.
10
Austin started talking about Dad and said, ‘He’s hardworking and wants the best for us, and he’s always reminding us to focus and pay attention and become great people in life.’ I said, ‘I like all those things too.’
Then Austin said, ‘Wait, I forgot. I have one more thing to add about Dad. I like his suits.’
45
Most of all, I like that she helps me with my chess. When I don’t play well, she doesn’t get angry or make a big deal out of it like some parents do. She just says, ‘Do you think you can do better?’ And I say yes, and she says, ‘Well, if you work hard and concentrate and do your very best, that will be good enough.’ And she takes me to chess tournaments. She’s never too busy, even though she also takes Austin to his basketball games and cooks all the time and has her own job too.
That was funny, but not in a rude way, because Dad really does have a lot of suits, and all of them look really good.
50
55
A
15
I like that she corrects me. Well, maybe I don’t like it, but I know that it’s helpful, so I’m grateful for that.
FT
5
I said, ‘What do you most like about them?’
40
time we were living at the Hotel, I think she really missed not having a kitchen of her own.
Then I said, ‘What about Mum?’
Low-res
D
25
Austin thought for a moment. He said, ‘She’s the best at teaching moral lessons, and she’s always trying to guide us away from bad things. Did you know the other day when I was on a school trip, some kids were messing around badly, but I made them stop because I remembered all those stories she’d told us about how important school is?
R
20
30
(Austin had already told me that story about the school trip, but I nodded anyway.)
35
We reached the court then, and it was time to play, so I didn’t get to say what I like most about Mum. But all the time we were playing, I was thinking about her and what my answer would be. I like that she cooks good food. She can make anything taste good, and all the
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1 Views and voices
5
5
10
15
Read and listen to the second extract from My Name is Tani. What is Tani’s attitude towards Coach Shawn? Next, Coach Shawn started talking about chess, and I listened hard. I even moved places so I could be right in the front row and able to see him up close. I wanted to make sure I heard every word he said. ‘We’ve been working here for three months now, and I know you all know the moves of the pieces, but I’ve got to tell you that knowing the moves is not enough. The concept of the game is a lot deeper. If you want to be good at chess, you’ve got to learn how to make good decisions.’
30
35
Then he said something strange. ‘Raise your hand if you know how to cross the street.’
40
Coach Shawn nodded. Then he said, ‘Right. Is it simple or difficult to cross the street?’ We all called out, ‘It’s simple!’
45
‘Okay, but if one day you forget what to do when you’re crossing the street, and
He said, ‘Yes, that’s right, Tani. Even a simple thing like crossing the street can have really bad consequences for your life. And that’s like chess. You might think that since you’re just making a simple move you can make it fast and not think about it carefully, but you can end up in so much trouble. You’ve got to think the consequences through. You’ve got to think deep. Otherwise you’re going to end up in trouble.’
Answer these questions.
Coach Shawn says, ‘Raise your hand if you know how to cross the street.’ Why do you think Tani finds this strange? Coach Shawn wants to make sure the young chess players understand a very important point about the game. What is it? What is the conclusion he draws from the example of crossing the street? What impression does this lesson leave on Tani?
D
a
b
c d
I liked everything that Coach Shawn said. Everything. That’s when I knew that I really wanted to be a chess player.
R
6
I had my hand up high. Mum had been talking to me a lot about crossing the street ever since we’d moved to the Hotel, because the roads in New York are a lot busier than they are in Dallas or most places in Nigeria. When Coach Shawn called on me to answer, I said, ‘You’d be hit by a car, and you might die.’
A
I put my hand up in the air. I looked around and everyone else had too.
20
25
you forget to look both ways and make that mistake, what could happen to you?’
FT
07
e
Tani ends by saying, ‘That’s when I knew that I really wanted to be a chess player.’ What has made him come to this decision?
7
Choose one of the following:
• Look again at the last three paragraphs of the extract on the previous page. Write a similar appreciation of someone you know.
• Read the second extract again. Write an appreciation of a particular lesson you have learned from a teacher or someone like Coach Shawn.
30 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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Check your progress
Check your progress General knowledge quiz
Vocabulary
1
How many years is a decade?
Classroom interaction
2
What is a stereotype?
1
3
What does a journalist do?
4
What is a brain scan?
5
What is a role model?
6
What is a word cloud?
7
‘Demo’ is short for a longer word. What is that word?
8
It’s a document with a lot of people’s names on it. It asks someone in authority to do something. It can be a paper document or it can be online. What is it?
Use the words in the box in the correct form to complete the sentences. chat compare distract encourage interrupt share
b
A
c
d
D
R
e
f
2
What are the missing words in these sentences? a
9
Our classroom is next to the music room, so when students are having piano or violin lessons, it sometimes distracts you from your work. Please don’t ………… the teacher while she’s explaining what you need to do. Save your questions until the end. In science, we’re ………… different kinds of metal, and matching them to their uses. We enjoy working in groups because ………… ideas helps you to learn. Our games teacher ………… us to try all kinds of sport, to find one that suits us. It’s OK to talk about the work you’re doing, but our teachers don’t like us ………… about other things.
FT
a
If you go on strike, what do you do?
10 Complete this saying: ‘A picture is worth a thousand …’
b
c d
It’s hard to get on with your homework when the TV is on. I’m doing quite well at school, although I sometimes get ………… trouble for being late. Our teachers tell us ………… for running in the corridors. You’re supposed ………… leave your mobile phones at Reception.
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1 Views and voices
Use of English
3
Rewrite these sentences using the present simple passive. a
People tell me that I’m a bit loud sometimes. I’m told that I’m a bit loud sometimes. b My parents expect me to tidy my room every Saturday. c Our school encourages us to play a musical instrument. d We invite all parents to come to the end-of-term concert. Answer these questions. Use because and the verb in brackets in the present continuous passive.
4
a b c d
Why can’t we go into the drama studio? (repaint) Because it’s being repainted. Why can’t we go into the gym? (clean) Why can’t I use the computer? (repair) Why are you taking those letters to the office? (send / to parents this afternoon)
D
R
A
2
Complete the second sentence so that it means the same as the first. a I swim, but not in the sea. I don’t like swimming in the sea. b It’s OK with me if we have a pizza. I don’t mind …………. c I’m not going to eat chocolate every day. I’m going to stop …………. d I’m pleased you came to see me. Thank you. Thank you for …………. Choose the correct option in each of these dialogues. a A: I think we should be able to use dictionaries in exams. B: I ’m agreeing / agree with you. b A: Where’s Orlando? B: He ’s talking / talks to Mr Lin. c A: Would you like to come to my house after school? B: Sorry, I ’m having / have swimming practice every Wednesday evening. d A: Here’s your tea. Now, where’s the sugar? B: It’s OK. I ’m not taking / don’t take sugar.
A: Are there any questions about plans for this term? B: Do we go / Are we going on a school trip?
FT
1
e
Summary checklist
I can talk about what helps me to learn. listen to and understand a discussion about role models and give my own views. compare two news reports of the same event. write an email to a friend asking for help with a school project. interpret and give a written account of what is happening in a photo. give a presentation on teenage life.
32 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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2
Well-being
In this unit you will… listen to and discuss opinions about food and health
•
read about the importance of diet and exercise
•
read and summarise a newspaper article about digital devices and sleep
•
talk about moods and feelings
•
read and understand an article about emotion and behaviour
•
listen to and express opinions about happiness
•
write a description of a photo
•
give a presentation about well-being
•
collaborate with your classmates to write a poem about happiness
•
read and discuss two poems.
A
FT
•
Getting started
R
Well-being means being comfortable, healthy and happy. What do you need to be comfortable, healthy and happy?
D
Watch this!
33 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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2 Well-being
2.1 Food for health In this lesson you will… • learn and use vocabulary for talking about food and health • listen to and discuss opinions about food and health. •
low res
What do you need to eat to have a balanced diet?
Reading
FT
How healthy is your diet? Do you agree with these sentences? If not, make them true for you. a b c d e
I think I eat enough protein, but I need to eat more salads and vegetables. I eat plenty of fruit. I should drink more water and fewer sugary drinks. I think I eat too many sweet things. I should probably eat fewer cakes and biscuits. I don’t want to eat less ice cream, but perhaps I eat too much chocolate!
I don’t mind eating less meat, but I don’t want to give it up completely. I should eat fewer snacks like crisps and sweets.
2
Listen to a podcast about food and health. Why is a balanced diet important?
3
Complete the summary of the podcast with the words from the vocabulary box. Then listen again to check. Four of the words are not needed.
D
08
Less is the comparative form of little. Fewer is the comparative form of few. We use less with uncountable nouns. We use fewer with plural nouns.
R
Listening
A
1
Language tip
consume
fast food
junk food
calories
illness
malnutrition obesity
a
b
nutrition
In some parts of the world, people suffer from .............. because they don’t have enough to eat. Many children are .............. and don’t get enough protein, vitamins and minerals to grow properly.
c
d
poverty
undernourished
food waste
vegetarian
.............. is caused by eating more food than your body needs, or eating too much of the wrong kind of food. Fast food, processed food and sugary drinks and snacks contain a lot of carbohydrates and fat so they have a lot of ...............
34 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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2.1 Think about it
e
f
But this kind of food doesn’t provide enough of the things your body needs; that’s why it’s sometimes called ............... What’s more, this kind of food is quite cheap, so there is a link between obesity and ...............
g h
Eating a .............. diet can be just as healthy as a diet that includes meat. Reducing .............. is important because around one-third of food produced is thrown away. Use of English Abstract nouns
Speaking Work in pairs. Discuss these questions. a b c 5
FT
4
What does Professor Brown advise people to avoid eating, or eat less of, and why? What does she advise eating for good nutrition? Why does the presenter say ‘the world is out of balance’?
Work in pairs. Choose one of the photos and explain to your partner how it relates to what you heard in the podcast.
6
R
A
low res
Professor Sheila Brown is an expert in the field of health and nutrition. But when you make an abstract noun specific rather than general, you need the. When we think about food for the world and the health of the planet, eating less meat overall is a good option.
Add the where it is needed before the abstract nouns in these sentences. Malnutrition affects health of children and adults. Not having enough to eat leads to illness and disease. Eating too much of the wrong kind of food can also lead to ill-health. There is a link between poverty, obesity and malnutrition.
D
a
b c
d 7
Words like illness, malnutrition and poverty are abstract nouns. We usually use abstract nouns without the or a.
e f
g
Junk food doesn’t provide good nutrition. We can reduce some of waste created by shoppers who are encouraged to buy more than they need. People are being made aware of the importance of reducing waste worldwide.
Work in groups. Discuss this question: Why is food a personal issue and also a global issue? Try to use the words in the vocabulary box in Exercise 3 in your discussion.
35 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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2 Well-being
2.2 Food for thought Key words: Science and medicine
In this lesson you will… • read about the importance of diet and exercise • use comparative adverbs and scientific vocabulary. What helps you to be healthy?
•
Speaking
a b c
Do you think there’s a link between eating regular meals and being able to concentrate in class? Why do some people get impatient or bad-tempered when they’re hungry? The more exercise you do, the better you feel. Do you think this is true?
Reading 2
FT
Work in pairs. Discuss the questions. Then share your ideas with the class.
A
1
bacteria cells diabetes disease immune system infection recovery viruses
Read the extracts from a magazine article. Think of a title for each extract.
1 According to Dr Brian Stollery of Bristol University,
D
R
‘Skipping meals leads to low blood sugar, which affects our mood and our ability to think clearly. Our brains use about 20% of the energy used by our bodies. ... We need to keep up a steady supply of energy so that the brain can do its job.’ It is particularly important to eat a good carbohydratebased breakfast to restore blood sugar levels after a night’s sleep. You also need to eat regular meals during the day, because if you don’t, the level of serotonin in your body drops. Serotonin is the chemical that helps to keep your moods and emotions in balance.
There is another consequence of skipping meals: you’re likely to eat more calories. If you don’t eat regularly, your blood sugar levels drop, so you crave sweet, carbohydrate-rich snacks, full of calories. Eating a lot of these snacks can lead to serious health problems such as diabetes or heart disease.
2
Studies have found that people who do sport in their free time appear to be healthier and catch coughs and colds less frequently than people who are less active. Moderate exercise helps the immune cells to circulate around the body more quickly and therefore helps to kill bacteria and viruses more efficiently. However, there is also evidence that too much exercise can have the opposite effect. It can suppress the immune system, especially after extreme exercise, making the body more susceptible to illness and less able to fight off disease. A further point to remember is that if you are ill, you should not exercise too much because your body is already working hard to fight the infection. Putting stress on your system will mean that your recovery is likely to be slower.
36 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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2.2 Science and medicine
Match the words with their definitions. a likely to be affected by something skipping b not doing something that you usually restore do or should do crave c stop something working properly suppress d return something to a good condition susceptible e want something very much
4
Look at the science and medicine key words. They all appear in Exercise 2. Can you work out their meaning from the context? Check in a dictionary if you need to. Are any of the words similar in your language?
FT
3
Use of English Comparative adjectives and adverbs Remember that to make comparative adjectives, add -(e)r to the adjective or use more in front of the adjective. Your recovery is likely to be slower.
Too much exercise makes the body more susceptible to illness and less able to fight off disease.
To make negative comparisons, use less in front of the adverb. Active people catch coughs and colds less frequently.
Make comparative adjectives or adverbs from the words in the box to complete the sentences. Use each word once only.
R
5
Moderate exercise helps the immune cells to circulate around the body more quickly.
A
To make negative comparisons, use less in front of the adjective.
To make comparative adverbs, use more and add -ly to the adjective.
tired clear slow efficient likely strong
Potatoes, rice and pasta release energy into the body much more slowly than sweet snacks. I wear contact lenses when I play volleyball because I can see ................... with them. People who do regular exercise have a ................... immune system.
D
a
b
c
d
e f
I’ve started going to bed earlier and I’ve noticed I’m much ................... at school the next day. You’re ................... to have mood swings if you’re hungry. Students who come to school without having had breakfast work ................... during the morning.
Speaking 6
Look again at the questions in Exercise 1. Continue your discussion using the information in the article.
37 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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low res
2 Well-being
2.3 Are you getting enough sleep? In this lesson you will… read and summarise a newspaper article about digital devices and sleep
•
listen to and discuss opinions about sleep. Do you ever find it difficult to get to sleep? Do you ever wake up feeling as if you haven’t had enough sleep? Why do you think this is?
FT
•
•
Reading 1
Read the newspaper article. When can technology be bad for your health?
They have warned that over time, a continued lack of sleep can lead to a weakened immune system and an increased risk of heart disease, high blood pressure and diabetes. It can also make a person more susceptible to mental health problems such as anxiety and depression. Dr Nerina Ramlakhan, a sleep and energy coach, advises turning off all technological devices at least 60–90 minutes before going to sleep in order to give the mind time to wind down. And it’s not just adults who are at risk. In a recent focus group of almost 500 students aged 13–15, held by Dr Ramlakhan, showed cause for concern, as an alarming number complained of sleep problems and feeling exhausted. Of those who complained, almost 80 per cent were using phones and other technology in bed. She advises keeping the bedroom tech-free to avoid future health issues. She said: ‘Your bedroom is one of the most important factors when it comes to getting a great night’s sleep. Banishing technology from the bedroom is one of the easiest things people can do to promote a relaxing sleep environment and ensure they’re getting enough rest for the body to recover overnight.’
D
R
A
Do you text late into the night and reach for your phone as soon as you wake up? Many adults now spend more hours of the day using laptops and phones than they do asleep, a survey has revealed. People spend an average of 8 hours 21 minutes sleeping a day – but spend an average of 8 hours 41 minutes on media devices.
The majority (81%) of phone users have their phones switched on all the time, even in bed, they said. And four in ten adults and teenagers said there had been occasions when they checked their phone in the night after it woke them up. They also spend more time each morning checking emails and using the internet than eating breakfast or taking care of their appearance. Experts have warned that this means that people are not getting enough quality sleep, which has a direct effect on their health.
38 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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2.3 Talk about it
a taking care of their appearance b wind down c at risk d focus group Answer these questions. a b c d e f g h
exhausted banishing promote
How does the average amount of time people spend using digital devices each day compare with how long they sleep each night? How many of the people who were questioned for the survey said they never switched their phone off ? How many people said that they checked their phone during the night? How can using digital devices affect eating habits? What are the dangers of letting technology interrupt your sleep? What should you do to prepare for a good night’s sleep? What problems did the students in the focus group have? What should you avoid having in the bedroom, according to the article?
Writing
Write a summary of the newspaper article in 100 words. Use the questions in Exercise 3 to help you.
R
4
e f g
FT
3
Work in pairs. Find the words and phrases in the article. Work out their meaning from the context.
A
2
Speaking 5
Work in groups. Use the questions to discuss the article and your views about sleep. To help you, you can listen to two students discussing the newspaper article with their teacher.
D
09
a b c d e f
What do you think of this article? Do you wake up during the night to check your phone? Do you feel that you get enough sleep? Do you ever feel tired during the day because you haven’t had enough sleep? What do you think is the best way of avoiding stress and anxiety? What else helps you to get a good night’s sleep? Is having a midday nap (a short sleep) a good idea? Why?
low res
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2 Well-being
2.4 Moods and feelings
a
In this lesson you will… •
use words and phrases to talk about moods and feelings
•
speculate about how people are feeling and why, using might have, must have, etc. b
•
How do you feel today? What kind of things influence the way you feel?
2
How do you think the people in the photos are feeling? Write an adjective for each photo. Compare your ideas. Did you all write the same words?
c
Work with a partner. Put the words and phrases that have a similar meaning into groups. Make a separate list of those that don’t fit into a group. disappointed ecstatic excited embarrassed a bit down frightened furious in a bad mood
miserable mixed up nervous sad terrified thrilled upset worried
d
e
D
R
angry annoyed anxious apprehensive bored confused delighted depressed
A
1
FT
Vocabulary
3
Compare the words and phrases in your list with what your classmates have written. Explain and justify your choices. Pair 1: We’ve put angry, annoyed, furious and in a bad mood in the same group. Pair 2: We didn’t include in a bad mood because that’s different from being angry, annoyed or furious.
4
f
Are there any more words or phrases you can use now to describe the people in the photos in Exercise 1?
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2.4 Think about it
5
Find a photo in Exercise 1 to match each of these descriptions. a
She’s absolutely furious. Something bad must have happened. She might have just finished some work on her laptop and it’s crashed so she’s lost all her work. Use of English
b
He looks a bit down. I think he’s had some news and it can’t have been good news.
must have, might have, can’t have + past participle
You can use: • Something bad must have happened.
• might have to talk about things that have perhaps happened.
• She might have won a competition.
FT
• must have to talk about things you feel sure have happened.
• can’t have to talk about things you feel sure haven’t happened. • It can’t have been good news.
6
Use must have, might have and can’t have to write a sentence about each person in the photos in Exercise 1.
Reading
Read the following paragraph. Which of the following would be a good title for it?
A
7
• Why people get depressed
• Language and emotions
D
R
People of all ages and from different cultures have far more words to express negative emotions, such as sadness, than they have to express positive emotions, such as happiness. When Professor Robert Schrauf of Penn State University asked people to make a list of adjectives
• Positive thinking
expressing emotions, they wrote down words such as happy, sad, angry, excited, afraid, anxious, surprised, depressed, grumpy, optimistic and satisfied. The list showed that about half of all the words that people use to express emotions are negative, 30 percent are positive and 20 percent are neutral.
Speaking and listening
10
8
Work in groups. Discuss the following question: Why do you think languages have more words for negative emotions than positive emotions? Then listen to the podcast. Did you come up with similar ideas?
Writing 9
Summarise the point of view expressed in the podcast. The reason that you hear more words for negative emotions than positive emotions is that …
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2 Well-being
2.5 Keep a cool head In this lesson you will… •
read and understand an article about emotion and behaviour
•
use intensifiers and strong adjectives. What do you think of as good behaviour? What do you consider to be bad behaviour?
•
FT
Reading
Read the article. What interests the journalist about the Inuit people?
1
CALM ADULTS, CALM CHILDREN
15
20
interdependence and collaboration are considered important. By contrast, in societies where competitiveness is seen as necessary for achieving success, expressing and understanding emotions is less likely to be discouraged.
A
D
10
A science journalist, Michaeleen Doucleff, who visited the Arctic because she’d read about the way Inuit people bring up their children, noticed a sense of calm generally throughout the community. She said that Inuit parents never shout at small children. Instead, they use stories and role play to help the children learn how to deal with emotions. Children develop patience and empathy by working out how to resolve disagreements; they learn how to manage anger and get on with other people.
R
5
The Inuit people, who live in the Arctic regions of Greenland, Canada and Alaska, are good role models for keeping a cool head. For the Inuit, to show annoyance is considered bad behaviour; to get angry and shout is totally unacceptable.
Teaching children self-control is particularly valued in communities where
empathy: the ability to imagine how other people feel 21 interdependence: helping each other 22 collaboration: working together 16
25
30
35
40
Professor Frances Jenson, an expert in the field of neurology, says that while children and teenagers are growing up, their brains are building connections to allow for increasingly complex processes. This makes them highly susceptible to feeling strong emotions. She advises that parents should keep calm and not react to emotional outbursts from their teenage children with an equally emotional response. competitiveness: wanting to be better than other people 31 neurology: the study of the body’s nervous system and how the brain works 35 susceptible to: likely to be affected by 26
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2.5 Psychology
2
Answer each question about the text using one word or phrase. a b c d e
In which area of the world do the Inuit people live? Which emotion should not be shown in their community? What do Inuit parents not do when bringing up their children? What aspect of other cultures does the article contrast with interdependence and collaboration in Inuit communities? How do children and teenagers sometimes react while their brains are developing and building connections?
Work in pairs. Use these questions to discuss the article. a b c d
Work in pairs. Ask and answer the questions. a b c d
What kind of things do you find particularly irritating? What kind of behaviour do you consider to be totally unacceptable? Can you think of anything that’s happened recently that you found really annoying? What makes you very angry? Is there anything that makes you feel absolutely furious? Do you think it’s possible to be extremely empathetic and also highly competitive?
D
e
A
4
Why do you think the journalist wrote the article? What positive results of Inuit parenting are mentioned? How does the article compare parenting in the Inuit communities with that of other places? Why do you think the writer included the last paragraph?
R
3
5
Work in groups. Discuss these questions. a
b c d
noun annoyance bad behaviour anger empathy self-control competitiveness adjective annoyed, annoying badly behaved angry empathetic self-controlled competitive
FT
Speaking
Key words: Psychology
How do you think parents should deal with their children’s bad behaviour? What is empathy? How important do you think it is in families, in friendships and in the wider community? Do you think children need to learn self-control? Why? Should children be encouraged to be competitive or not? Why?
Use of English Strong adjectives and intensifiers Strong adjectives are words like fascinating (very interesting), excellent (very good) and terrible (very bad). What do these strong adjectives mean? delicious very tasty delighted, thrilled furious hilarious huge, gigantic, enormous starving tiny, minute Intensifiers We don’t use very before strong adjectives to intensify them. We use words like absolutely, completely, extremely, particularly, really and totally. To get angry and shout is totally unacceptable.
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2 Well-being
2.6 How to be happy In this lesson you will… • •
listen to and express opinions about happiness. Asma
What makes you feel happy?
Listening Listen to four people talking about happiness. Choose one thing they say that is true for you.
2
Listen again. What does each person talk about? a supportive family
getting involved in activities with others
bad behaviour
physical and mental well-being
bullying
stress and anxiety
friendship
talking in front of other people
A
3
FT
1
Dev
Who gives each of these opinions? a
Friends make you laugh when you feel a bit down. They support you when you’re worried or when you don’t feel confident.
D
b
I don’t think you can expect to feel really happy all the time. Sometimes you just feel OK, and that’s fine.
c
d
Tien
R
11
Adam
I feel uncomfortable with situations when people get angry or behave badly and disrupt lessons at school.
It’s fun to be with other people and do things you enjoy.
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2.6 Talk about it
e
f
I find that just sharing the problem with a friend helps me feel much happier.
Speaking and writing tip
I think being happy is a combination of lots of things: feeling well physically and also mentally, so that you feel you can do your best and enjoy life.
We use the verb get a lot, particularly in informal speaking and writing. Here are some examples from the podcast you listened to. I’ve got a really supportive family.
Speaking a b
What makes you feel really happy? What makes you feel unhappy, uncomfortable, worried, depressed or just a bit down? How do you deal with difficult situations and things that make you feel unhappy? Overall, what would you say is the most important aspect of being happy?
c d
Writing
Write your own opinions on how to be happy to email to the podcast presenter. Use your answers to the questions in Exercise 4 to help you.
R
5
They encourage me to get involved in activities like sports and drama.
FT
Work in pairs. Take turns to ask and answer these questions.
A
4
New Message
I like being at home, just getting on with things I’m interested in. I feel uncomfortable with situations when people get angry or behave badly. I get on with most people. Use really to add emphasis. I’m lucky because I’ve got a really supportive family.
From:
Cc Bcc
D
To: Adrian Hunter
I can get quite anxious sometimes.
Dear Mr Hunter
I’m writing in response to your podcast on how to be happy. I feel really happy when I … I think … also helps you to be happy because …
Use quite and a bit to qualify ideas. I’m quite sociable. I get a bit nervous about things like talking in front of other people.
I sometimes feel a bit … when … but to deal with situations like that, I just … Overall, I would say that the most important aspect is … Best wishes …
Send
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2 Well-being
2.7 Improve your writing In this lesson you will… • write about a photo. Work in pairs. Discuss what is happening in this photo and the reasons for it.
2
Read the description of this photo on the opposite page.
3
Write a paragraph about each of the photos on the opposite page using the questions below. Who is in the photo? Where is he / she? What is he / she doing? What might / could / must have happened (before the photo was taken)? What might happen next?
D
• • • •
R
A
FT
1
•
Remember that there are no right or wrong answers. You can use your imagination and give your own ideas about the details in the photo.
4
Ask your partner to read your description. Read your partner’s description and check that it answers all the questions in Exercise 3.
5
Add suggestions and corrections. Then write a final draft.
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2.7 Write about it
A midday nap!
Write a title for your description.
The boy in the photo has fallen asleep during a lesson at school.
Speculate to explain what might have happened before the photo was taken.
He must have gone to bed late and he might have woken up during the night to check his phone, so he didn’t get enough sleep.
Add detail to your description by giving information and your own ideas about the situation.
He might not have had time to eat breakfast. If you don’t have breakfast, you feel tired during the day and your brain doesn’t work as well as it should do, so you can’t concentrate.
Speculate about what might happen next.
Perhaps the student sitting next to him will wake him up before the teacher notices!
D
R
A
FT
Say who is in the photo and what is happening.
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2 Well-being
2.8 Project challenge Project 1: A good night’s sleep You are going to make a poster giving advice about sleep for teenagers. 1
Work in pairs.
2
Discuss these questions. Why is it important to get a good night’s sleep?
•
What happens if you don’t get enough sleep or if your sleep is interrupted?
•
What helps you to sleep well?
•
What should you avoid doing if you want to sleep well?
FT
•
Use your answers to the questions to write a draft of 4–6 points giving advice.
4
Look back at Lesson 2.3. Can you add more information to your text? Can you improve what you have written by using vocabulary from the lesson?
5
Find photos or drawings to illustrate your advice.
6
Write a final version.
A
3
Have you spelled words correctly?
•
Is the grammar correct?
•
Is the punctuation correct?
low res
D
R
•
•
Was it helpful to answer the questions in Step 2 of the instructions? Why?
•
How did working in pairs help you with this project?
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2.8 Project challenge
Project 2: What makes you happy? You are going to give a presentation about happiness and well-being. 1
Work in groups. Read the information about a study of what makes teenagers happy. Write notes on the key information.
low res
What makes teenagers happy, according to research, are the simple things in life.
FT
A study conducted for the World Health Organization found that a healthy lifestyle increases teenage happiness. The study surveyed more than 200,000 young people and found that 80% of them reported feeling positive about their lives and experienced high satisfaction levels. It linked healthy eating and physical activity with feeling happy. The study showed that higher consumption of fruit and vegetables and lower consumption of chips, sweets and soft drinks were associated with greater happiness. The more hours of sports that young people participated in per week, the happier they were. What else makes teenagers happy? Look back at what you have read in this unit and note down key points. Use the internet or other sources to find more information.
3
Organise your information in short sections.
4
Use quotations and information as evidence to explain and back up your opinions. For example: ‘According to a study by the World Health Organization, a healthy diet and taking part in sports make teenagers happier.’
5
You could also do a survey among your friends or students in another class to find out what makes them happy. Record their answers to include in your presentation. We asked 20 students in our school: ‘What makes you feel positive about your life?’ Of those questioned, 75% said that … made them feel ….
6
Decide who will present each section.
7
Rehearse your presentation as a group. Suggest any improvements.
8
Give your presentation to the class. Then ask for questions and feedback.
D
R
A
2
•
How did the work you had done in the unit help you to write your presentation?
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2 Well-being
2.9 Fiction ‘A Rainbow in Silk’ is a traditional story from Uzbekistan.
Reading 12
1
Read and listen to the first part of the story on the opposite page. What does each part of the illustration show?
Vocabulary
a
b
3
The Beg had everything he could have wanted. He had plenty of money, beautiful buildings, enough food for his people and no enemies, but … So he … The counsellor summoned … However, … Finally, … The poor counsellor … However, …
Which adjectives are used in the story to describe the Beg’s counsellor? Which adverbs are used to show the way he reacted to the Beg’s demand? Which other words and phrases from Lesson 2.4 could you use to describe the Beg and his counsellor?
Speaking and writing Work in groups. a
R
4
b
Discuss these questions: What do you think the counsellor’s idea was? How do you think the story ends?
orchard: a piece of land where fruit trees are grown 06 gleam: to shine softly 06 turquoise: greenish-blue 08 foreign: from another country 08 enemy: a person or a country you are fighting 10 stand: to accept, tolerate 14 spoilt child: a child who always gets what they want 21 counsellor: a person who gives advice, help and support 16 horrified: very shocked 20 hiss: to make a long noise like the letter ‘s’ 23 summon: to order someone to come 25 tumblers: people who entertain by doing somersaults etc.
D
04
Complete this summary of the story so far. Try to include some of the words in the glossary.
FT
Look back at the words and phrases to describe feelings in Lesson 2.4. Answer these questions.
A
2
Write your version of the end of the story. You will find out how the original story ended very soon!
star-gazers: an old-fashioned word for ‘astronomers’ potion: a drink that has a special effect on someone 32 scribble: to write very quickly 32 furiously (here): at great speed 34 yawn: to take a deep breath with your mouth wide open 40 gasp: to make a noise by suddenly breathing in 41 snatch: to take something away from someone quickly 41 smash: to break into pieces 44 weaver: someone who makes cloth or carpets 53 wear on: to pass very slowly (used to describe time) 62 kneel: to go down on your knees (past tense: knelt) 67 graciously: politely 68 dismiss: to tell someone they are allowed to go 26 27
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2.9 Read and respond
A Rainbow in Silk
20
25
D
30
FT
15
35
40
Everybody was losing patience with the Beg, but of course they didn’t dare show it. The glass-blower brought a swan which he had made of fine blue glass. Everyone in the court gasped as he carried it in, it was so beautiful. The Beg reached out to snatch it and smash it, but the glass-blower managed to keep it just out of his reach. The carpet weavers worked day and night in teams to complete a fine and huge carpet showing the Beg on his favourite horse. But the Beg wasn’t interested. Finally, he summoned his adviser again. ‘You’ve got one more day!’ he roared at him. ‘Don’t you understand? I’M BORED! I want something new! By tomorrow! Or else!’ The counsellor was terrified. The night wore on, and the poor counsellor didn’t sleep at all. At last the first rays of the morning sun crept through his window. The counsellor’s eyes were wet with tears. And as the light touched the teardrops on his eyelashes, suddenly a brilliant rainbow appeared before his eyes. ‘That’s it!’ He sat up in bed, excited beyond belief. He ran into the Beg’s presence and knelt down before him. ‘Your Highness, I think I can do it! I have a wonderful idea! Just give me a few more days.’ Even the Beg could see that the counsellor was excited. The Beg nodded graciously and dismissed him.
45
50
A
10
R
5
There was once a Beg – an important ruler – who had everything that any man could have wanted. He rode about the city on a magnificent white horse and admired its orchards and gardens, and the fine mosques whose domes gleamed blue and turquoise in the morning sun. The treasuries were full, the harvests were good, the Beg had no foreign enemies to worry about. But the Beg was very, very bored. One day he could stand it no longer. He sent for his counsellor, a man who had served him well for many years. ‘I want something new!’ he said, and tears came to his eyes like a spoilt child. ‘I’m bored! There’s nothing to do any more!’ His counsellor was horrified. He had never had to deal with a situation like this before. He scratched his chin anxiously. ‘Well,’ he said miserably, ‘I really don’t know, Your Highness.’ ‘Then think of something!’ the Beg hissed, and turned away. The counsellor bowed, then retreated thankfully. What had got into his master? Straight away he summoned all the best artists and craftsmen in the town, all the writers and poets, all the tumblers and clowns, all the star-gazers and doctors, and asked their advice. The doctors gave him potions which they said were recipes for Eternal Life. ‘Hah! Eternal Life! Well, I shan’t know, shall I? Not till you’re dead and gone!’ And he gave the doctors such a nasty look that they hurried away. The writers and poets scribbled furiously and begged to be allowed to read their new works to the Beg. But he yawned loudly whenever they tried.
55
60
65
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2 Well-being
Listen 6
Listen to how the original story ends and answer these questions. a
The counsellor had an idea for something that would make the Beg happy. Where did he get the idea from?
b
The Beg says, ‘This is what I’ve been waiting for!’ Why do you think the counsellor’s gift is a success?
A
Language tip
FT
13
Audio words dyer: someone who uses dye (a substance) or changes the colour of cloth, hair, etc. tailor: someone who makes clothes eagerly: in a way that shows you want something very much robe: a long, loose piece of clothing shimmer: to shine with a soft light that makes an object look as if it is shaking a little a sigh of relief: a noise you make when you breathe out, showing that you are no longer worried about something triumphantly: showing that you are very excited about a success or a victory joyfully: with joy, great happiness twirl: to move in circles throne: the chair that a ruler sits on dignified: calm and serious
You can use so with an adjective and such with a noun phrase to give them emphasis. The glass swan was so beautiful.
I am in such a good mood today!
R
You can make them even stronger by adding a clause with that: The counsellor was so pleased and excited that he wasn’t afraid of the Beg now. The Beg gave the doctors such a nasty look that they hurried away.
D
Writing 7
Read your version of the end of the story again. Is there anything you would like to change? If the answer is ‘Yes’, go to question a. If the answer is ‘No’, go to question b. a
What do you want to change, and why? Rewrite your revised version. Can you include a sentence with so or such?
b
What do you remember about how the original story ended? Use the glossary to help you to write it.
52 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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Check 2.1 Think your progress about it
Check your progress General knowledge quiz On average, how many hours a day do adults spend on media devices? under seven b over eight a 2
What is ‘the immune system’?
3
Why is this kind of food called ‘junk food’?
4
How much of the food produced in the world is wasted?
c over ten
b
He was feeling a bit down, but he wasn’t .............. .
c
Rania’s mum was delighted that Rania had passed her final music exam. ‘I’m absolutely ..............,’ she said.
d
I wasn’t really worried about starting at a new school. I was just a bit .............. .
e
When you become a teenager you can feel mixed up at times and even quite .............. .
f
I’m not in a bad mood. I’m just .............. because I’ve got nothing to do.
low res
a tenth b a third c a quarter a 5
I was really angry. In fact, I was absolutely .............. .
FT
1
a
How much of your body’s energy is used by your brain?
A
10% b 20% c 30% a 6
What is serotonin?
7
Do languages generally have more adjectives for positive emotions or negative emotions? Where do the Inuit people live?
9
What is considered bad behaviour in the Inuit community?
R
8
D
10 What do you call the study of the body’s nervous system and how the brain works?
Vocabulary
Health and illness 2
Match the medical words to their definitions.
bacteria
cell diabetes immune
Moods and feelings 1
Complete each sentence with the correct adjective. bored thrilled confused furious depressed apprehensive
infection recovery
a a disease in part of your body that is caused by bacteria or a virus b protected against a disease c the smallest living part of an animal or a plant d very small living things that sometimes cause disease e when you feel better again after an illness f an illness in which the body cannot control the level of sugar in the blood
53 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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2 Well-being
Check your progress
Use of English
The violinist played the piece perfectly. She can’t have / must have practised a lot before the concert.
a
You catch coughs and colds less frequently / less frequent if you’re an active person.
b
If you don’t stay in bed when you’ve got flu, your recovery is likely to be slower / more slowly.
c
If you do regular exercise, your heart works more efficient / more efficiently.
a
d
Exercise helps the immune cells to circulate round the body more effective / more effectively.
b
By the time we’d finished the 30 kilometre walk, we were very tired. (completely)
e
If you were more active / more actively, I’m sure you’d feel better.
c
My dad was very angry when his car was stolen from outside our house. (absolutely)
d
We were very unhappy that there were no vegetarian options because our friends don’t eat meat. (particularly)
e
My sister is a very good swimmer; she’s won lots of championships. (highly)
Replace the underlined words with the word in brackets and a suitable adjective from the box. annoyed exhausted furious successful terrified Lisa always goes by train because she is very frightened of flying. (really)
FT
A
Chose the correct option.
3
a
It must have / can’t have been easy to learn a new language in three months.
b
She must have / might have won the race if she hadn’t fallen over in the last 50 metres.
c
They might have / can’t have got lost. I gave them very clear directions.
D
2
Choose the correct option.
R
1
d
Summary checklist
I can explain the importance of food and exercise for health. summarise a newspaper article. discuss emotions and feelings. give advice about sleep. prepare and give an evidence-based presentation. complete a story.
54 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.